Unveiling the Puppeteer: A Grounded Theory of Dual Credit Policy Implementation
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Fall 2024
Abstract
This qualitative grounded theory study examines dual credit policy implementation in a North Texas community college and ISD, focusing on the perceptions of ten dual credit teachers. The data collected was focus group interviews to explore how these teachers navigate dual credit policies in their daily professional lives. The findings revealed several key themes that emerged from the data, including issues with pay, limited teacher autonomy, challenges in communication, and discrepancies in grading policies, all of which significantly influence teaching practices for high school dual credit instructors. These themes created conflicting demands between high school and college guidelines, further complicating the dual credit teaching environment. The study highlights the need for greater alignment between formal and informal policies to better support dual credit educators and ensure the success of dual credit programs.
Advisor
Sherri Colby
Subject Categories
Education Policy | Public Affairs, Public Policy and Public Administration | Social and Behavioral Sciences
Recommended Citation
Brown, Brian Alexander, "Unveiling the Puppeteer: A Grounded Theory of Dual Credit Policy Implementation" (2024). Electronic Theses & Dissertations. 1234.
https://digitalcommons.tamuc.edu/etd/1234